This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.

这项研究探讨了通过基于项目的咨询（PBI）Global进行批判性查询如何促进高中生的社会行为。我们从批判性探究和社会行动中汲取理论观点，并采用集体案例研究方法，重点研究了来自18个团队中的两个团队的六名不同学生，他们参加了PBI Global在两个月内检查全球水和卫生设施的工作。数据来源包括半结构化的学生访谈，在共享写作空间中的学生帖子和上载内容以及学生的多模式学习产品。跨数据源的分析出现了三个主题：协同合作，批判性分析和多模式文本的创建，以及理解全球和地方的相互依存以采取社会行动。